从三级到五级:我国基础教育教研制度建设的进展与问题  

The Teaching Research System of Basic Education:Progress and Problems--An Analysis Based on a Nationwide Research Project

作　　者：王艳玲[1] 胡惠闵[2] WANG Yanling;HU Huimin(College of Education,Yunnan Normal University,Kunming,650500,China;The Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)

机构地区：[1]云南师范大学教育学部,昆明650500 [2]华东师范大学课程与教学研究所,上海200062

出　　处：《全球教育展望》2020年第12期66-77,共12页Global Education

基　　金：教育部人文社会科学重点研究基地重大项目“促进课堂转型的中小学教研体系重建”(项目编号:16JJD880024)的阶段性成果。

摘　　要：近年,我国在不断强化省、市、区(县)三级教研的基础上,明确了国家层面的教研指导机构,加强了面向农村的教学指导力量,从而形成了较为完备的"国家—省—市—县—学校(乡镇)"五级教研制度;各级教研机构还在实践中形成了一套富有成效、上下联动的工作机制和职能发挥方式。但同时,教研制度建设还不够完善,存在三级教研机构设置上下错位、职能交叉重复、沟通交流机制不健全、教研工作行政化倾向严重等问题。对此,应强化教研工作的政策保障,规范教研机构设置,明确各级教研机构的职责定位,形成横向交流、纵向贯通的教研工作体系。On the basis of continuous construction of the provincial,municipal,county-level(i.e.three-level)teaching research system,China has clarified the teaching research institution at the national level,and strengthened the teaching research and guidance for schools at rural areas,thus formed a"nation-province-municipality-county-school(township)"(i.e.five-level)teaching research system.Teaching research institutions at all levels have also formed a set of practical and effective experiences and working mechanisms in long-term practice.However,the teaching research system is also faced with the overlapping of functions at all levels,poor institutional connections,an imperfect communication mechanism,and the administrative tendency of teaching research institutions standardize the establishment of teaching research institutions.In this regard,it is necessary to introduce basic norms for teaching research institutions,clarify the responsibilities of teaching research institutions at all levels,form a horizontal and vertical communication system,and improve the teaching research working mechanism.

关 键 词：教研制度 教研机构 教研职能 

分 类 号：G637.2[文化科学—教育学]